Low literacy levels in Fiji have persisted for decades, presenting significant challenges for both teachers and students. The school curriculum still includes outdated texts such as The Silent One, Village by the Sea, and I Heard the Owl Call My Name, which have remained unchanged since they were taught in 1999.
Information regarding Early Childhood Education (ECE) materials is notably absent from the Ministry of Education’s website, as formal reading instruction is typically not introduced until grade 1. This raises questions about whether children are truly incapable of learning to read at an earlier age. Evidence suggests that with appropriate opportunities, children can indeed become early readers.
Several factors contribute to this educational setback. Many kindergarten teachers lack formal training in teaching reading, and previously, there were insufficient resources available for effective reading instruction. Moreover, there has been little encouragement from the Ministry of Education for parents to assist in teaching their children to read at the kindergarten level. Consequently, this issue often gets overlooked.
While play remains an important aspect of ECE, there appears to be an excessive focus on general play rather than on nurturing essential literacy skills during this crucial developmental phase.
A successful example of early literacy instruction can be seen in Laos, where a teacher implemented a comprehensive curriculum for a kindergarten class that included learning 220 Dolch sight words in English. These sight words consist mainly of simple, frequently used words, and they make up a significant portion of any printed text.
Students in Laos quickly learned to recognize these sight words through consistent practice, enabling them to identify words in books and develop the confidence to read aloud in class. This experience sparked the idea of introducing sight words into Fijian kindergartens to better prepare children for reading by grade 1.
Recognizing the lack of suitable texts for Fijian children, the author created four large-print books with local content and illustrated by local artists. Additionally, a guide for parents and educators was published, explaining how to teach sight words using simple exercises and games. These resources are now available in bookstores and online, featuring large print to enhance visibility in classrooms, with a comprehensive list of the first 100 sight words included.
Engaging parents in their children’s literacy development can be invaluable. Parents can assist by teaching sight words and reading with their children without requiring advanced literacy skills themselves, as the words are simple enough for anyone to use. Resources like sight word cards can be easily made, and inexpensive books can often be found in second-hand shops.
Collecting a diverse range of books, especially those with large print and appealing illustrations, can further encourage children’s reading habits. As noted by renowned children’s author Dr. Seuss, increasing reading can open up a world of knowledge and opportunities for children, making the ability to read a year earlier a significant advantage.